WCS--Kindergarten

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WCS Kindergarten

Intro to Google Earth

Week of Nov. 11th
Lesson 11 in Workbook

Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
  • Warm up for 10-15 minutes with keyboarding using installed software or an online program (see appendix). I like Brown Bear.
  • Before opening Google Earth, discuss the planet—continents, oceans, other topics being discussed in class.
  • Now open Google Earth on SmartScreen. Show students where places they have discussed in class are located. Ask students where else they have explored on the planet?
  • GE_symbols.gif
    GE_symbols.gif
    Open grid lines in Google Earth. Show how the planet is organized so the tiniest location can be identified by a latitude and longitude. Relate this to the student’s home address.
  • On SmartScreen, plug in a student address and zoom to it. Use Street View guy to stand in front of student house. Does this look familiar?
  • Explore Google Earth with the class. Show how to drag globe around, pan in and out with mouse wheel. Explain they will learn more in first grade. After you’ve demonstrated, let students explore.
  • After sufficient time, show one tour on SmartScreen. Use the built-in tour or one created by fifth graders (see 5th grade curriculum). Discuss as a group. Prompt for student ideas on the purpose of a Google Earth tour and what they might understand better in this manner than, say, a book.
  • Let students do it on their computers.
  • As you teach, incorporate lesson vocabulary.
  • Continually check for understanding.
  • Remind students to transfer knowledge to classroom or home.
  • Tuck chairs under desk, headphones over tower; leave station as you found it.


More:
  • I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
  • Assessment strategies--see textbook. Questions? Use Discussion Button above.
  • Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
    • keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
    • Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
    • vocabulary (no more word lists. Use the right words; decode; make it natural)
  • Collaboration? Use Discussion Button above.

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Holiday Cards with Shapes II

Week of Nov. 4th
Lesson 10 in Workbook

Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
  • Ask students to open drawing program. Today they’ll draw the turkey practiced last class, print, and export for Open House.
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  • Show a sample on screen. Remind them what shapes make up a turkey.
  • Show a sample of this project on SmartScreen and have one student point out which tools they used last week. Model how to draw if needed (using dragging skills), add a face (drag-and-drop skills). Add a short greeting with text tool and their name.
  • Students know these skills so expect them to try before asking for assistance.
  • As you teach, incorporate lesson vocabulary. Check this line if you did that today!
  • Continually throughout class, check for understanding.
  • Export for Open House slideshow. Why export? What’s Open House? Print.
  • Remind students to transfer knowledge to classroom or home.
  • Those who finish: Practice keyboarding with installed software or online typing program like Brown Bear. Pay attention to hand position; keep elbows at sides.
  • Done? Go to websites (which you placed on internet start page) that tie in with class discussions.
  • Tuck chairs under desk, headphones over tower; leave station as it was.
More:
  • I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none on this lesson). Questions about them--post to the Discussion Button above.
  • Assessment strategies--see textbook. Questions? Use Discussion Button above.
  • Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
    • keyboarding--always watch for good habits. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
    • Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
    • vocabulary (no more word lists. Use the right words; decode; make it natural)
  • Collaboration? Use Discussion Button above.

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Holiday Cards with Shapes I

Week of Oct. 28th
Lesson 9 in Workbook

Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language and problems to be solved. If you need help with any of those, leave a note in the Discussion.
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  • Discuss shapes. What do students know from classroom conversations? If necessary, remind students of rules class has agreed upon for discussions—such as listening to others and taking turns speaking.
  • Point to something in classroom (i.e., a poster). What shape would it take to create that? How about a CD? What shape is that? What about the hole in the center?
  • Ask students to open their drawing program. Today they’ll draw a Thanksgiving turkey (or a Halloween shape).
  • Show a sample on screen. What shapes are required to draw a turkey?
  • Ask students which toolbar tools they’ll use. Demonstrate the ones they select until they are satisfied. Model:
    • Drawing the shape (using dragging skills)
    • Adding a face (drag-and-drop skills)
    • Adding a short greeting (ABC tool)
    • Adding their name (dog alphabet)
  • Ask students to begin by finding pencil tool and circle tool. Demonstrate.
  • Select 5 colors from palette. This is hard on kindergarten fine motor skills so remind them they can practice, redo and start again next week.
  • Use stamp tool to add turkey face. In KidPix, show students how to reverse feet and ears with ‘blue arrow’ on tool bar, You’ll be surprised how little trouble students have with this!
  • Add student name with dog alphabet. Add a greeting with ABC text tool.
  • Continually throughout class, check for understanding. Expect students to make decisions.
  • Practice today; print next week. Remind students they know these skills so you expect them to try first before asking for assistance.
  • No saving today; file-exit. Remind students to transfer knowledge to classroom or home. As you teach, incorporate lesson vocabulary.
  • Those who finish: practice keyboard skills with installed software or online program like Brown Bear. Pay attention to hand position—on home row; keep elbows at sides.
  • Tuck chairs under desk, headphones over tower; leave station as you found it.

More information:
  • Assessment strategies--see textbook. Questions? Use Discussion Button above.
  • Questions about articles in textbook--post to the Discussion Button above.
  • Three overarching topics you'll want to pay attention to every lesson (we've covered all three today):
  • Questions? Go to Ask a Tech Teacher
  • Collaboration? Use Discussion Button above.

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Math and Pumpkins II

Week of Oct. 21st
Lesson 8 in Workbook

Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language and problems to be solved. If you need help with any of those, leave a note in the Discussion.
  • Open drawing program (KidPix, Tux Paint, Kerpoof or other—Google for addresses). Students will create, print, and save a Halloween project today using paint brush and fills.
  • Demonstrate project for students. Notice one shape is divided into pieces, like a pie, or a pizza. Depending upon where students are in their math studies, 1) count the pieces, and/or 2) show how all pieces make a whole.
  • Open drawing program (here, we use KidPix). Students should be able to do this unassisted by now.
  • Remember skills learned and practiced last week. Display a completed project on SmartScreen. Have one student come up and share which tools were used in each part of project.
  • Select color from palette; select brush and draw pumpkin (or other Halloween symbol); add a stem, face using different brushes if desired. Separate into 3-4 sections (see text). Remind students to ‘oops’ immediately after they don’t like what they did. Or, ‘blow up’ and start over. It’s OK. There’s lots of time.
  • Encourage students to think critically as they make decisions about dividing drawings.
  • Use paint bucket fills. Select paint bucket tool, first bucket, one color from palette. Fill sections with different textures (see text).
  • Drag and drop letters for student name. Remember how they must leave room for entire name. Remind how to adjust letters if spacing is off.
  • Print with assistance; save or export to network folder. What’s the difference? Remember to include last name in file name.
  • Expect students to complete this project as independently as possible.
  • Those who finish early: Use keyboard program to practice key placement.
  • Observe student posture: Both hands on keyboard, elbows at sides, legs in front of body.
  • Continually throughout class, check for understanding.Remind students to transfer knowledge to the classroom or home.
  • As you teach, incorporate lesson vocabulary. Close program without assistance. Tuck chairs under desk, headphones over tower; leave station as you found it.

More information:
  • Assessment strategies--see textbook. Questions? Use Discussion Button above.
  • Questions about articles in textbook--post to the Discussion Button above.
  • Three overarching topics you'll want to pay attention to every lesson (we've covered all three today):
  • Questions? Go to Ask a Tech Teacher
  • Collaboration? Use Discussion Button above.

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Math and Pumpkins

Week of Oct. 14th
Lesson 7 in Workbook

Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.

And, each lesson includes domain-specific language and problems to be solved. If you need help with any of those, leave a note in the Discussion.
  • Use installed keyboard software or online program to practice key placement.Observe student posture: hands on keyboard, elbows at sides, legs in front of body, feet not under bottom.
  • Open drawing program (i.e., KidPix, Paint, Tux Paint or Kerpoof—Google for addresses). Students will practice a Halloween project today using paint brush and fills. They print next week. Demonstrate for students. Notice shape (see textbook) is divided into pieces, like a pie, or a pizza (see inset). Depending upon where students are in their math studies, 1) count the pieces, and/or 2) show how all the pieces make a whole.
  • Select desired color from palette; select a brush and draw a pumpkin (or other Halloween symbol). Add a stem and face using different brushes. Separate symbol into 3-4 sections (see inset). Let students make mistakes, try different colors, experiment with brushes. Show how ‘Oops’ guy works. Remind them to ‘oops’ immediately when they don’t like what they did. Show how to ‘blow up’ and start over. It’s OK. There’s lots of time. Show how fills work—three buckets and options. Have students select paint bucket tool, first bucket, one color from palette. Fill sections with different texture fills (see inset).
  • If using KP, Drag and drop letters for student name. See how they must leave room for entire name. Show how to adjust if spacing is off.
  • Encourage students to think critically as they make decisions about creating this drawing.
  • Don’t worry if not finished—we won’t print today.
  • Continually throughout class, check for understanding. Expect students to solve problems and make decisions.
  • Remind students to transfer knowledge to classroom or home.
  • As you teach, incorporate lesson vocabulary. Check this line if you did that today!
  • Close program without assistance. Tuck chairs under desk, headphones over tower; leave station as it was.
More information:

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Tools and Toolbars II

Week of October 7th
Lesson 6 in Workbook

  • Practice keyboarding with whichever keyboard program you use. Click here for choices.
  • Focus on key placement, elbows at sides, hands on keyboard
  • Review all parts of the computer
  • Use drawing program (KidPix, TuxPaint, Kerpoof, etc--Google for websites) to practice backgrounds, stamps and stickers (see sample in textbook)
    • Your theme for this project can be whatever is being discussed in class. Picture on pg. 22 is 'Community Helpers'
    • Open program with minimal adult assistance
    • Students know how to use paint brush, pencil tool, backgrounds, stamps, stickers. Allow them to choose what they use for this project. Pg. 22 shows paint brush and animation tool (dog alphabet)
    • Help students who are just learning to read find the categories if you're using KidPix
  • Extra: reinforce letters being studied in class with letter websites like
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.
More information:

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Tools and Toolbars II

Week of Sept. 30th
Lesson 5 in Workbook
  • Warm up with keyboard practice using installed software or an typing site (like Brown Bear--perfect for kindergartners. Don't worry if they don't get it at first--they will as they practice). I mix these up throughout year—sometimes software, sometimes online.
  • If computers aren’t logged in, help students accomplish this. I like to have the class prior to kindergarten log in for the little ones. That turns students into helpders.
  • Discuss why there is a user name and password.
  • Review computer parts and how to solve problems related to them. Students should know how to solve the hardware problems by the end of the year. Repetition repetition repetition:
    • CPU and power button
    • Monitor and power button
    • Mouse—right/left button, wheel in center
    • Keyboard
    • Headphones—volume control for headphones
  • Remind students to use correct posture at computer:
    • hands on their own side of keyboard
    • legs in front of body
    • feet in front of body
    • body centered in front of computer
  • Observe and guide as they keyboard.
  • Discuss tools and toolbars—symbols. How do tools, toolbars, symbols make technology clearer and easier to use? Relate the tools to other symbols students see in school.
  • As students share their thoughts, remind them to follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking).
  • Students open drawing program (KidPix, Pixie, Paint, TuxPaint, Kerpoof--or click here and find an online drawing tool under 'drawing') with adult assistance as required. If using web-based Kerpoof, take a few minutes to remind students of internet safety.
  • Introduce backgrounds, stamps, stickers--whatever tools the art program you use has available. Have students create a drawing to support a unit being discussed in class. This is practice only. They will print next week.Why do I give kindergartners two weeks on most (or as many as possible) drawing projects?
    • they're just learning the tools
    • they love doing a project they remember how to do--from the prior week
    • they don't have to rush to finish because they have another week
    • it can be a formative assessment the second week
  • In sample inset (in textbook), students found a background that fit ‘My Home Town’ (theme they were discussing in class). They added stamps and stickers to support their ideas.
  • Have students add their names.
  • Discuss which mouse skills are being used, i.e., drag skills.These early week--always reinforce mouse skills and insist students hold their mouse correctly. Take time to walk around and check each student for correct hand position.
  • Discuss how ideas are communicated with a picture rather than words. How does that relate to discussion of symbols, tools, toolbars?
  • As you teach, incorporate domain-specific vocabulary and expect students to, also.
  • Continually throughout class, expect students to solve problems and make decisions.
  • Close program as independently as possible. They will save-print next week.
  • Remind students to transfer knowledge to classroom or home.
  • Tuck chairs under desk, headphones over tower; leave station as students found it.

More information:

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Keyboarding

Week of Sept. 23rd
Lesson 4 in Workbook

The goal of kindergarten keyboarding is key placement. That's it. No worries about speed, accuracy, fingers on home row. Make keyboarding fun, challenging but motivating, game-like (see the discussion item I posted)

  • Introduce keyboard skills via Big Brown Bear Typing. Demo the site first--there are a few tricky elements. See if students can 'help' you figure out how to use the website.
  • Discuss keyboarding. Have students seen parents use a keyboard—or siblings? What for? Why are keys not in alphabetic order? How have students used the keyboard at home or in preschool? Discuss how the keyboard is used in school—to share information with others, write student opinion about topics, share their preference (i.e., My favorite animal is…).
  • Before beginning, review hints at end of lesson (in textbook) about proper keyboard habits. These should be doled out throughout the year when students are ready for them. If you have questions about which to start today with, leave a note in the discussion tab.
  • Before starting, review proper internet skills:
    • Sites are found on class internet start page. Review how to get there, which tab is for K, how to find links being used that day
    • Only go to site that’s linked
    • ignore glitzy ads or other websites
    • explain 'tabbed browsing' to get back to class start page
    • Notice symbols that represent ‘internet’, this page, other items
  • If computers aren’t logged in, help students accomplish this.
  • Done? Move on to drawing program (KidPix or TuxPaint or Kerpoof—Google for addresses). Open program independently today.
  • Pick up where students left off last week, exploring paint tools, palette, brushes. Discuss which mouse skills are being used, i.e., drag skills, double click.
  • As you teach, incorporate domain-specific vocabulary and expect students to use these words, also. Make vocabulary a daily activity.
  • When done, expect students to leave station as they found it.
  • Remind students to transfer knowledge to classroom or home.

More information:

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Tools and Toolbars

Week of Sept. 16th
Lesson 3 in Workbook

Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.

And, each lesson includes domain-specific language and problems to be solved. If you need help with any of those, leave a note in the Discussion.
  • Explain proper care and feeding of computer:
    • No food or drink around computer
    • No banging on keyboard
    • Never touch neighbor’s station (keyboard, monitor, mouse, etc.)
  • Review hardware problems. Cover mouse, monitor, cpu, keyboard, headphones. Discuss what to do if any of those parts don't work. Kindergarteners are ready to learn problem solving!
  • Open drawing program (KidPix or Pixie, Paint, Kerpoof, free TuxPaint) with teacher assistance. Show students where icon is located on desktop or start button. Explain what an 'icon' is. How do students use it: Double click (what do students do if double click doesn't work), then what? If you use Kerpoof, take time to introduce the internet and how to use it correctly. This topic will come later in the curriculum, but introduce it here to make it clear that any time students use the internet, they must be careful.
  • Discuss tools and toolbars—they are symbols used to make technology easier. Show all the icons for tools, the symbols. Find pencil on tool bar; select pencil, crayon, chalk or marker at bottom and click.
  • Practice with tools; let students explore. Use five colors. Draw letters being discussed in class.
  • After a while, discuss which mouse skills are used, i.e., ‘drag’ to use pencil. Demonstrate how to 'drag', 'drag and drop'. Let students work more while you check this skill.
  • As you teach, incorporate lesson vocabulary.
  • Continually throughout class, check for understanding. Expect students to solve problems and make decisions based on what they've learned. Make it clear that you're expecting them to transfer knowledge between classes and home.
  • Close down to desktop. Tuck chairs under desk, headphones over tower; leave station as students found it.

More information:
  • Questions about 'Do You Make These 9 Mistakes'--post to the Discussion Button above.
  • Three overarching topics you'll want to pay attention to every lesson:
  • Questions? Go to Ask a Tech Teacher
  • Collaboration? Use Discussion Button above.

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Hardware

Week of Sept. 9th
Lesson 2 in Workbook

Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
  • Review most common keys on the keyboard. There are fifteen you’ll want to cover throughout the year (see diagram at end of lesson).
  • Review parts of computer--headphones, monitor, CPU, keyboard, mouse. I have samples I show them while they touch and feel theirs at their station. Follow cords to connections for CPU, mouse, keyboard, monitor. Point out power buttons. Put on headphones. Notice how you can tell parts work (i.e., mouse light is on if your system has that, headphones are plugged in, Tower Power is lit).
  • Relate hardware to problems students might have, i.e., audio doesn’t work because headphones aren’t plugged in. Remind students they are problem-solvers. Before asking for help, try to solve themselves. Make this a game--who knows what to do if the monitor doesn't work?
  • Revisit mouse websites (see list in textbook or click here). Remind students correct way to use internet. Discuss how to use the internet safely
    • stay in the neighborhood as directed by teacher
    • don't click ads (what's an ad)
    • don't get distracted
    • find links with the hand
    • more
  • As you teach, incorporate lesson vocabulary from the start of the lesson into teaching. Observe students--do they understand what you're saying? If not, chat about it. Vocabulary is a foundational skill, thanks to Common Core.
  • Continually throughout class, check for understanding.
  • Remind students to transfer knowledge to classroom or home.
  • Tuck chairs under desk, headphones over tower; leave station as you found it.
More information:
  • I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
  • Three overarching topics you'll want to pay attention to every lesson:
  • Questions? Go to Ask a Tech Teacher
  • Collaboration? Use Discussion Button above.

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

Welcome Back!

Week of Sept. 3rd
Lesson 1 in Workbook

Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
  • Have students gather at the classroom door to start a tour. You want them comfortable with the place they’ll visit every week. Share bulletin boards, printer, picture gallery, and more. Take your time. See pictures of my classroom here. Point out to students what is for their grade and what they can look forward to in future years. Let them tell you about a sibling in an upper grade!
  • Explain rules—have them on wall. Let students ask questions and add rules they think will help class go better for everyone. Hand write them onto your posted list. Make sure this list includes group discussion rules such as 1) listen to others speak, 2) take turns speaking, 3) wait to be called on before beginning. Sometime before the next class, update the list so it looks pretty!
  • Show students the certificate they will receive at the end of the year (in back of textbook). Show students that long list of skills they will have accomplished by then to move on to the next grade.
  • Gather students on carpet and discuss why students use technology. Take student ideas. Do they have computers? What do they use them for?
  • Have students move to their stations. Notice station number. Notice each computer is separate from others. Notice headphones, CPU, keyboard, mouse, monitor.
  • Explain that they always keep hands to themselves and respect the work of others.
  • Explain good posture—body straight, hands on keyboard, elbows at side, keyboard in front, mouse to side. Why? Students are starting the good habits that will turn them into excellent keyboarders.
  • Review how to hold mouse—finger on each button, palm at bottom, thumb on side. Practice mouse skills—left/right button, double click, wheel.
  • Open internet on SmartScreen and explain what the ‘internet’ is, how to use it, not to use without permission. Explain what class internet start page is (see article at the end of this Lesson). Show students where websites are found.
  • Have mouse websites (see appendix in textbook for ideas. There are some great ones!) on class internet start page (see mine as sample at http://www.protopage.com/askatechteacher#Untitled/Kindergarten). Demo first so students see how to use websites, then let them explore.
  • As you teach, incorporate lesson vocabulary found at the top of the lesson. Make this natural. Expect students to understand this domain-specific vocabulary.
  • Continually throughout class, check for understanding.
  • Expect students to solve problems and make decisions.
  • Remind students to transfer knowledge to classroom or home.
  • Have you answered the Essential Question? Have you covered the Big Idea?
  • Tuck chairs under desk, headphones over tower; leave station as you found it.

Trouble-shooting:
Check the Problem Solving listed at the top of the lesson. These are the most commonly faced by students with this lesson. Be sure you know the answers and expect students to learn them. Each week, the student problem solving toolkit grows through these.

Extension:
  • I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
  • Three overarching topics you'll want to pay attention to every lesson:

More Information:

If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.

The week of Sept. 10th, I'll be teaching... Lesson #1 in the curriculum Lesson #2 in the curriculum Lesson #3 in the curriculum Haven't started yet Other:
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Week of June 3-7, 2013

Week of May 27-31, 2013


Week of May 20-24, 2013


Week of May 13-17, 2013



Week of May 6-10, 2013

Tux Paint - Mother’s Day card

Week of April 29-May 3, 2013

http://www.growing.course.com/index.html
Students will practice technology skills using this website. Using the brightlink – work along with the program before the students go to their workstations. Have students go to the website (they can search for the icon on the shortcuts menu and go to it from there). Students should browse through the level and try various activities for enrichment.
Students should use level K and 1
Week of April 22-26, 2013

Students will learn to open a PAGES document and practice making Capital letters. This is taught by holding the SHIFT key while typing the letter. Students will practice typing their name in lower case and upper case.
Continued: Learning how to import a picture and re-size Students may add shapes or an image to their page as well. Vocabulary includes JPEG and GIF files.
Week of April 15-19, 2013
Students will learn to open a PAGES document and practice making Capital letters. This is taught by holding the SHIFT key while typing the letter. Students will practice typing their name in lower case and upper case.

Students may add shapes or an image to their page as well. Vocabulary includes JPEG and GIF files.

Week of April 8-12, 2013

Students will learn to open a PAGES document and practice making Capital letters. This is taught by holding the SHIFT key while typing the letter. Students will practice typing their name in lower case and upper case.
Students will also practice typing numbers from 0-10
Introduce Font styles and Size Students will practice changing the sfont style and size of their name.
Also - review of holding a mouse and clicking - left click and right click.

Week of April 1-5, 2013


Easter Break

Week of March 25-29, 2013

Easter Sites - Coloring with Tux Paint

Keyboarding skills: BBC Dance Mat Typing


Week of March 18-22, 2013


TUX Paint
**//Lesson 22-23 in Workbook//**
Students will draw a picture of their home. In this lesson, students will focus on: tools, toolbars, mouse skills.

If time permits - students will practice Keyboarding skills: BBC Dance Mat Typing

Week of March 11-15, 2013


Students will practice Keyboarding skills: BBC Dance Mat Typing

Week of March 4-8, 2013

BrainpopJr – Time to the Hour, Time to the Minute, Time to the Quarter
Review telling time
http://www.abcya.com/telling_time.htm

If time permits - we will also practice telling time (Talk Clock) BBC Dance Mat Typing

Week of February 18-22, 2013

No school - President’s Day
Week of February 11-15, 2013

Spider Skittles Sort and Graph Activity.

Teacher led - students will practice sorting activity while learning the concept of graphing.
(I’m sensitive to allergies in the classroom and can use other items for rewards)
Week of February 4-8, 2013
http://www.abcya.com/learning_coins.htm
Keyboard Zoo and some other games are included Like Spelling practice with sight words.
Students will continue practice keyboard and mouse skills while learning about coins and money: Learning Coins with Practice Money - ABCYA.com


Week of January 28-February 1, 2013

#2 Slide THIS IS MY FAMILY

Lesson 14, 16 in Workbook
This week, students continue a series of four drawings to share with parents at the year-end as well as our Open House. events. These drawings will review and celebrate all the skills kindergartners learn throughout the year. With each drawing, I remind students what they are preparing for.
Week 1 of 2 on first picture for Open House--practice. Week 2 of 2: export to student file folder for the Open House slideshow
This is the 2nd picture students will prepare for Open House--this one of their family. There's only one book allotted to it in the text, but feel free to extend it a week if your students require that.
•Draw a picture of your family •Use a different brush for each member •Use five different colors •Extra time: Add their name with ABC tool •Export (why not save?)
Remind students these are skills they know how to use so should be done as independently as possible. Those who finish: Practice keyboarding on installed software or online program or, visit websites that tie in with class conversations.


Week of January 21-25, 2013

#1 Slide for Open House CONTINUED (See 2 below)
Lesson 14, 16 in Workbook

This week, students start a series of four drawings to share with parents at the year-end as well as our Open House. events. These drawings will review and celebrate all the skills kindergartners learn throughout the year. With each drawing, I remind students what they are preparing for.

Week 1 of 2 on first picture for Open House--practice.
Week 2 of 2: export to student file folder for the Open House slideshow
  • Draw a picture of yourself with pencil tool. Use 5 colors. Extra: add something (like the dog) with the paint brush
  • Add a sentence--'My name is" (or "* is for *", such as J is for Jenny, with the student first name)
  • Add name with the alphabet tool
  • See samples like these on pg. 34 of text

As time permits - students will draw a picture of themselves at school - in the classroom - on the playground - etc.
Week of January 14-18, 2013
#1 Slide for Open House CONTINUED
Lesson 14, 16 in Workbook

This week, students start a series of four drawings to share with parents at the year-end as well as our Open House. events. These drawings will review and celebrate all the skills kindergartners learn throughout the year. With each drawing, I remind students what they are preparing for.

Week 1 of 2 on first picture for Open House--practice.
Week 2 of 2: export to student file folder for the Open House slideshow
  • Draw a picture of yourself with pencil tool. Use 5 colors. Extra: add something (like the dog) with the paint brush
  • Add a sentence--'My name is" (or "* is for *", such as J is for Jenny, with the student first name)
  • Add name with the alphabet tool
  • See samples like these on pg. 34 of text

Week of January 7-11, 2013

#1 Slide for Open House
Lesson 14, 16 in Workbook

This week, students start a series of four drawings to share with parents at the year-end as well as our Open House. events. These drawings will review and celebrate all the skills kindergartners learn throughout the year. With each drawing, I remind students what they are preparing for.

Week 1 of 2 on first picture for Open House--practice.
Week 2 of 2: export to student file folder for the Open House slideshow
  • Draw a picture of yourself with pencil tool. Use 5 colors. Extra: add something (like the dog) with the paint brush
  • Add a sentence--'My name is" (or "* is for *", such as J is for Jenny, with the student first name)
  • Add name with the alphabet tool
  • See samples like these on pg. 34 of text
Week of November 26-30, 2012

  • Double-click to open TuxPaint

  • Continue a discussion on shapes to scaffold classroom learning by exploring how circles, squares, triangles are part of holiday decorations. Discuss: What holiday symbols do they see in the different shapes? (Circles for snowmen; Triangles for trees (Two for stars); squares for presents;)
  • Now draw some of those using the paint brush tool. See samples on pg. 29-30
  • Add a greeting with ABC tool. Are your students ready for shift key instead of all caps? Display sample greetings on Smartboard so students get used to correct spelling
  • Print if ready, or practice and print next week.


Week of November 19-23, 2012

  • Type toBig Brown Bear Typing (Five minute warmup)
  • Double-click to open TuxPaint
  • Continue with this lesson using TuxPaint to reinforce classroom study of shapes. Students create Thanksgiving turkey with ovals, decorate and print.
  • Open TuxPaint. Draw Thanksgiving turkey with five feathers as done last week.
  • Advanced: use unfilled circle shape and fill with paint bucket fills;
  • Option: For students who struggle with the fine motor requirements of this project, let them draw the turkey with a paint brush 5 colors and 5 brushes
  • Use stamp tool to add turkey’s face, ribbon, boots, Show students how resize the shapes using the ‘blue arrow’ on tool bar,
  • Use text tool (ABC tool), caps lock, font size 48, to add greeting; don’t forget the space between words!
  • Export with assistance; print with assistance.
Week of November 12-16, 2012
No School - Veteran's Day weekend

Week of November 5-9, 2012
Common Sense Media: Digital Citizenship
Digital Life
Students are introduced to their roles as digital citizens in an online community where they reflect on how they are responsible not only for themselves but for others, in order to create a safe and comfortable environment.
Students will:
  • Understand that when they are online, they are communicating with real people
  • Consider their responsibilities to their offline and online communities
  • Learn that when they are online, they are responsible for themselves and for others
  • Understand that good digital citizens are responsible for themselves and respectful in the online world and beyond

Unit: Digital Life

Sending Email

Students will:
  • Understand that the Internet provides a means of communicating with real people
  • Describe how email messages are sent and received
  • Demonstrate an appreciation of how real people send messages to one another on the Internet through role-play activity



Week of October 29-November 2, 2012



Week of October 22-26, 2012

Common Sense Media: Digital Citizenship
Safety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
  • Compare and contrast online friends with real-life friends, face to face pals.
  • Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
  • Learn how to respond if an online friend asks them personal questions.

Unit 1: Safety

Going Places Safely

Students will:
  • Discover that computers can be used to visit far-away places and learn new things
  • Understand that staying safe online is similar to staying safe int eh real world.
  • Learn rules for traveling safely on the internet

Week of October 15-19, 2012

Book Fair week - students will practice keyboarding skills with a substitute teacher.

Week of October 1-5, 2012

Tools, Toolbars
Lesson 4 in Workbook
Keyboard Intro and Brown Bear Typing and/or BBC Dance Mat Typing.
  • This link to this web-based program is on my internet start page.
  • Have students explain to you how to get to the internet, to your start page
1. Go over keyboard. - focus on key placement and letters - not symbols.
2. BBC Dance Mat Typing—colors for hands
  • Take this opportunity to discuss correct use of the internet
    • only go to the link provided
    • don't go to other ads/locations
    • use tabs on the browser to go back to start page
  • Practice. Remind students they are trying to remember key placement. Remind students of proper posture
3. Demo Brown Bear
4. Review Posture tenants for keyboarding.
  • Legs centered in front of body
  • Body centered in front of keyboard
  • Hands curved over home row
  • Document to left of computer (when there is one)
  • Use right thumb for space bar
  • Eyes on screen.
5. Review getting to start page: Safari; Homepage pops up; Kindergarten tab.
6. Extra time: Practice drag-and-drop skills on internet

Week of September 24-28, 2012

Clifford's Birthday Celebration and Webcast. September 24, 2012 - Clifford's 50th Birthday!!!


http://pbskids.org/clifford/games/index.html

Week of September 17-21, 2012


Taking Care of Your Computer
Lesson #3 in Workbook

  1. Re-Explain proper care around the computer (no food/drink; gentle hands)
  2. Show students how to use headphones and how to plug into the jack on the back of the Mac.
  3. Introduce Tux Paint (Penguin icon on dock - bottom of desktop)
    Explore Pencil tools and Colors
    Use drag skills to use the pencil


Week of September 10-14, 2012


Intro to Tech
Lesson #1 and #2 in Workbook

  1. Tour Classroom; share bulletin boards, workstations, printers.
  2. Pictures of Mrs. Brooks, family and Sasha
  3. Review keyboard (Enter; Backspace; Spacebar)
  4. Parts of a computer (CPU, Mouse, Keyboard, Printer)
    What is a Computer? www.brainpopjr.com
  5. Digital Pictures and Movies - Explain how digital cameras work.
  6. Start page.
  7. Mouse skills program (Right Click, Left Click, Double Click and Drag and Drop)
    • Bees and Honey
    • Tidy the Classroom

Week of September 3-7, 2012


No Class - Labor Day

Shapes in My World

Week of April 29th-May 6th
Lesson 31 in Workbook

  • Start class by practicing slideshow of student drawings in Windows. Students should be pretty good at it by now!
  • Students take a ‘shape stroll’ around school to discover shapes discussed in class.
  • Be sure to have extra helpers so students don’t get separated.
  • Walk around school grounds and ask students to point out where they see squares, rectangles, circles, diamonds, cubes, pyramids and other shapes discussed in class. As you scribe for them, ask them to describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
  • Return to classroom and list shapes found on SmartScreen. Ask students to remind you where they saw them (front of building, beside athletic field, on top of tower, etc.). Jog their memories if necessary.
  • Have students draw one of the shapes and the surrounding item—building, play structure, window, etc.
  • Add their name to picture. Export and print.
  • As you teach, incorporate lesson vocabulary. Check this line if you did that today!
  • Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
  • Remind students to transfer knowledge to classroom or home.
  • Tuck chairs under desk, headphones over tower; leave station as you found it.

Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

Greeting Cards

Week of April 15th-22nd
Lesson 30 in Workbook

I'm sure I'm ahead of you. There are only 2 lessons after this one.'Greeting Cards' in kindergarten technology are formative assessments of tech skills as well as an easy way to tie in with classroom inquiry. Students can make greeting cards for homeless shelters, soldiers overseas, classmates with birthdays--you choose. They use the skills they know by this time of the year with little direction from you.

If you are up to this lesson, the Greek Orthodox Easter is coming up--that is a Card Opportunity.

Whichever holiday you create cards for, discuss it with students. You can create cards in your drawing program this week for practice and print next week if you want.

Here are samples:

memorial_day.jpg
memorial_day.jpg
memorial_day.jpg




GOD_BLESS_AMERICA2.jpg
GOD_BLESS_AMERICA2.jpg
GOD_BLESS_AMERICA2.jpg


Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

Windows Slideshows

Week of April 8th
Lesson 29 in Workbook

  • Warm up with keyboarding on installed software or online programs. Remind students of correct posture, hand position.
  • Discuss types of computers (PC and Mac). Discuss operating system that makes each unique. Why do people love Macs/PCs better than the alternative? Discuss what students use at home and how it compares to school systems.
  • What does ‘windows’ mean? Where are these windows?
  • Review Windows (or Macs if you have a Mac school)—basic operating system for PC computers (see inset).
    • Taskbar—shows open programs (tasks)
    • Clock—hover to see date
    • Start button—click for more programs
    • Wallpaper—easily changed, especially by older students who know how
  • Give students a few moments to explore Windows parts.
  • Now show students how to access their projects from computer Start button and run a slideshow of pictures using Windows.
  • Demo first and then have students follow along:
    • Go to Start button, ‘Computer’. Drill down to student folder
    • Double-click jpg file
    • Click slideshow button at bottom center
  • Slideshow will play until students pushes escape to end it.
  • Have them try this a second time without help. Do with a neighbor. Remind them of class rules for talking as a group. Discuss pictures with each other. Explain which digital tools were used to create the drawing. Each may ask questions of the other’s slideshow. Answer with detail that addresses questions. This will prepare students for questions parents are likely to ask.
  • Have students get into their slideshow every week until Open House.
  • Done? Visit websites on start page student would like to take parents to.
  • Close down to desktop.
  • As you teach, incorporate lesson vocab. Check this line if you did that!
  • Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
  • Remind students to transfer knowledge to classroom or home.
  • Tuck chairs under desk, headphones over tower; leave station as you found it.

Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

Internet Fairy Tales

Week of April 1st
Lesson 28 in Workbook

  • Practice keyboarding with installed software or online program. Use correct posture, hand position. Observe student habits and guide them.
  • Done? Students will read a story on the internet and explore details together, but first, circle back on discussions about internet safety from last week. What do students remember about:
    • Using the internet
    • Digital neighborhood
    • Safety online
  • Open internet to class home page Have 3-4 fairy tales that collaborate with classroom discussion on this topic. Divide class into groups (rows or tables) and assign each group a fairy tale to read. Give them 5-10 minutes to read to themselves. Ask them to pay attention to characters, setting, major events.
  • When done, as a small group, take 5-10 minutes to discuss story parts—characters, setting, major events—with each other.
  • While they share, open three graphic organizers on SmartScreen (or one for each group). The inset is from Word, but you can use one from any number of free online sources, i.e.:
    ** //Graphic organizers//
  • Add pictures of three parts and title of each story being read.
  • When done, groups one at a time will share their thoughts on three elements of their story. As they share, add them to graphic organizer for class to see.
  • When all three groups are done, discuss as a class what is alike and different about elements. Were characters similar? How about major events? Add lines that connect the pieces that are alike.
  • As you teach, incorporate lesson vocabulary. Check this line if you did that today!
  • Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
  • Remind students to transfer knowledge to classroom or home.
  • Tuck chairs under desk, headphones over tower; leave station as you found it.

Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

Explore the Internet

Week of March 25th
Lesson 27 in Workbook

  • Practice keyboarding with installed software or online program. Use correct posture, hand position. Observe student habits and guide them.
  • Done? Students will read a story on the internet. But first, circle back on discussions about internet safety from Lessons 12 and 13. What do students remember about:
    • Using the internet
    • Digital neighborhood
    • Safety online
  • Open internet to class internet start page (click for sample of mine). Ask students where the digital neighborhood is on this page? What should they avoid? Why?
  • Watch My Online Neighborhood (Google for address) as a group and discuss. What were the three rules the boy mentioned? How is this same/different from being a citizen of the student’s home town? Where is this ‘digital town’?
  • Click on one of the reading sites available for today’s class. Show students how to correctly use the website:
    • Don’t click on other websites (how can they identify those?)
    • Don’t click ads (what is an ad?)
    • Stay in the ‘digital neighborhood’
  • Point out address bar at top of webpage, back arrow, home key. If there are ads, point them out so students know to avoid them.
  • Explore. Notice when cursor becomes a hand, that’s a new place to visit.
  • Demo several websites and show students how to find stories at their reading level. If they pick one that doesn’t work, use browser tab to return to start page.
  • Remind them as they read the stories to think about:
    • Key details
    • Characters
    • Setting
    • Major events
  • Read one (short) story together and discuss these bullet items as a group before students explore independently. Provide strategies for identifying these in a story. Answer clarifying questions.
  • Don’t be afraid to try links. Students can’t break anything—have fun
  • As you teach, incorporate lesson vocabulary. Check this line if you did that today!
  • Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
  • Remind students to transfer knowledge to classroom or home.

Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

Site Words II
Week of March 18th
Lesson 26 in Workbook

  • Display site words on Smartscreen. Say them together. Brainstorm what type of pictures would support each word.
  • Open drawing program (KidPix, TuxPaint, Kerpoof, Pixie, Paint, other). We use KidPix.
  • Demonstrate how to construct a sentence using pictures and their class site words to convey a message.
  • Have students select three or four site words. Using text tool, font size 48, create a quasi-sentence. If relevant, leave space where required for picture (see inset).
  • Fill in words with stamps or clipart (see samples on pg. 49)
  • Remind students how to edit sentences: Backspace edits to left, delete edits to right.
  • Have students print independently; ask for assistance if needed.
  • Export (rather than save so they can use picture in end-of-year slideshow) with assistance
  • Done? Practice keyboarding with installed software or online site. Remind students to use correct posture, correct hand position.
  • As you teach, incorporate lesson vocabulary. Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
  • Remind students to transfer knowledge to classroom or home.
  • Tuck chairs under desk, headphones over tower; leave station as you found it


Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

Intro to iPads

Bonus Lesson

  • What is an iPad? It’s a brand name—not a product—for a tablet computer designed, developed and marketed by Apple and used primarily for audio-visual media such as books, games, periodicals, movies, music, and web content. It has a keyboard, but most people maneuver with finger taps and swipes.
  • It does less than other computers, but what it does is spectacular. Such as it’s instantly on—no booting up. If you use your computer boot-up to take a break, that’s over. It’s big enough to watch videos, read a book. It isn’t a phone, but can make phone calls through Skype. It isn’t a camera, but takes great pictures.
  • Every new tech appliance needs a killer app. For iPads, it’s running apps. Thousands—tens of thousands—of them, each with a particular corner on creativity and ingenuity.
  • Before handing iPads to students, make sure you understand what your school expects of iPad use. Is it curriculum support or to change the way teaching is delivered? Are they to enhance pedagogy? And how will you assess success of iPad program? Know expectations so there are no surprises in the end.
  • Start with an introduction, iPad in-hand (in groups if you like). Take a tour showing the screen (with apps, task bar at the bottom, search function revealed with right swipe), home button, recharger (make it student responsibility to put it back into iPad cart plugged into charger), front and back camera, microphone, jack for headphones—critical with 20 students in a room all using iPads, on/off, volume, dock.
  • Many students are familiar with iPads so ask about favorite uses. Remind students of class rules for group discussion (from Common Core Standards):
    • listen to others speak
    • take turns speaking
    • wait to be called on before beginning
  • As they share, demonstrate if possible.
  • Brainstorm for best practices in using iPads in class, proper care, things students can do, but shouldn’t at school. For example, don’t drop or toss them.
  • Show students how to check battery. With a battery life approaching nine hours, that probably won’t be an issue, but it’s a good step to get used to.
  • Create a Scavenger Hunt of apps and functions you consider important to students. Let them work in pairs as they hunt. Be sure to include reading an ebook, taking a picture of a friend, taking a picture of themselves, watching a video. This is a self-paced activity, completely inquiry-driven. Be available for clarifying questions.
  • Let students explore other apps. This will roll into a discussion of volume controls and headphones. Here’s a list of apps used in many schools (http://askatechteacher.wordpress.com/great-apps/).
  • Establish a procedure for ‘shutting down’ iPads—similar to how students take care of computer station. Include cleaning screen, powering off, plugging into cart.
  • Remind students to transfer knowledge to classroom or home.

Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

If this is too early for Easter, flip Lesson 25 with Lesson 26 above (or the Bonus Lesson on iPads)

Easter Cards in KidPix

Week of March 11th
Lesson 25 in Workbook
  • Today, students use tech skills to create an Easter card. Throughout the year, offer opportunities like this for students to reinforce learned skills by creating cards geared toward whichever holiday is occurring. They will be excited and work hard to remember how to use the tools so they can create a gift for their family/friends. Limit your assistance, rather challenge them to draw on their problem-solving skills.
  • Open a new canvas in the drawing program being used (samples are from KidPix)
  • Select a background that says ‘Easter’ to student. Have students try two options for decorating:
    • Use spray can to ‘spray’ bunnies, eggs, etc. around picture (remember using it for Valentine card?). See first inset. Don’t bury picture in spray can items—we want to see it
    • Use background tool to add Easter/Spring background (see second inset)
  • When drawing is completed, add greeting (what’s a greeting?) and student name. Demonstrate command of grammar and usage conventions being studied in class, i.e.:
    • Capitalize first word in a sentence and pronouns
    • Recognize and name end punctuation
    • Spell simple words phonetically, drawing on knowledge of sound-letter relationships
  • Print (Ctrl+P if possible)
  • As you teach, incorporate lesson vocabulary. Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through the lesson and make decisions that follow class rules.
  • Remind students to transfer knowledge to classroom or home.
  • Close to desktop. Tuck chairs under desk, headphones over tower; leave station as you found it

Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.


Fills, Stamps, Pencil Tool

Week of March 4th
Lesson 24 in Workbook

  • This is the last drawing as part of the Open House project (see samples on page 47) to share the range of technology skills students learned in kindergarten. This one uses a variety including fills, stamps and pencil tool. Because of the practice students have had with fills, plan to finish this one in one day.
  • Demonstrate how to draw the hometown street. Remind them a street has two sides so draw two lines by each other. Show what happens if they don’t snug street lines to side of canvas (fill spills over between sections). Remind them where the realistic fills are (from Lesson 20). Show them how to fill the street, the ground and the sky.
  • Discuss what students find in their neighborhood. Pets? Toys? Cars? Discuss this as a group. Encourage students to find these stamps to add to their drawing.
  • Have students open KidPix (or drawing program used at your school) with desktop icon or Start button icon. Work as independently as possible.
  • Using pencil tool, select thick and a dark color. Draw street. Be sure ends are flush with side of screen. Use bucket fill—3rd bucket—to fill in sky, road, ground. Explore options. Oops your choice if it doesn’t work out.
  • Place appropriate stamps and stickers where they belong in neighborhood. Use dots (large-larger-largest) on lower toolbar to change stamp size.
  • As students work, help them recall what objects they would find around their home. Or what experiences—like going to the beach would require a car to get there and a beach umbrella.
  • Drag and drop animated letters for ‘My Town’ onto screen
  • When student thinks they are done, have them ask a neighbor for assistance. What does this second person see when they look at their classmate’s drawing? What do they think would make it clearer (see inset—neighbor suggested addition of sun because it went along with a beach umbrella)? Have student revise details based on input.
  • Export. Don’t print—this is a surprise for parents.
  • Done? Type to Learn Jr. (or online typing site). Use correct posture
  • As you teach, incorporate lesson vocabulary.
  • Continually throughout class, check for understanding. Expect students to solve problems and make decisions.
  • Close down to desktop
  • Remind students to transfer knowledge to classroom or home.
  • Tuck chairs under desk, headphones over tower; leave station as you found it


Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.


Open House Project--KidPix Random Tool

Week of Feb. 18th-25th
Lesson 22-23 in Workbook

Use your drawing program. I like KidPix because it has a set of building tools. If you're using TuxPaint or another, adapt to what that program has available. What's important with this lesson is: tools, toolbars, mouse skills.
  • demo
  • practice first week. Use this as a formative assessment of skills learned this year
  • export second week
  • I treat the second week as a formative assessment--what do they remember about what they learned last week? I help, prod, but whatever the student comes up with is fine. I learn from what they remember.
Remind students: What is Open House?
See example below. Want another? See pg. 44 in text.

house.jpg
house.jpg


The text has a St. Patrick's Day card as an extension. We're a bit early for that! If there's a birthday coming up, students can create cards for that. Directions on pg. 44 of text

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

KidPix Paint Bucket Fills I/II

Week of February 4th-February 11th
Lesson 20-21 in Workbook

  1. Show students how to use the Color Me background in KidPix to create pictures. They'll use this skill for last Open House drawing
  2. Have them create a drawing using each of the backgrounds: one color-different textures, rainbow, realistic
    • Pick a background from Color Me (or find an online coloring book)
    • Use 5 paint bucket fills and 5 textures
    • Use only one color and create interest with the textures
    • Save for Open House slideshow
paint_bucket.jpg
paint_bucket.jpg
paint_bucket.jpg
  • Choose the rainbow bucket and complete a drawing (see page. 42 for example)

  • Choose the realistic bucket, a Color Me coloring book page, and make it look as realistic as possible. (see pg. 42 for example)

Which do students like best?
Those who finish go to Starfall Letters or Bembo's Zoo to reinforce classroom work on letters

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

KidPix Tools

Week of January 28th, 2013
Lesson 19 in Workbook

This is the 2nd picture students will prepare for Open House--this one of their family. There's only one book allotted to it in the text, but feel free to extend it a week if your students require that.
  • Draw a picture of your family
  • Use a different brush for each member
  • Use five different colors
  • Extra time: Add their name with ABC tool
  • Export (why not save?)
  • See another example on pg. 40 of text
fam.jpg
fam.jpg

Done? Practice keyboarding on installed software or online website
Done? Visit class internet start page. Today, my teachers want to reinforce math. Yours may be different

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.

Valentine Card--Fills, Spray, Paint Bucket

Week of Jan. 21st
Lesson 18 in Workbook

1. KidPix (or other drawing program)—Valentine Card
  • a. Draw border with spray can
  • b. Add heart with paint bucket fill
  • c. Use ABC tool for greeting
Happy Valentine Day Love ***
kval.gif
kval.gif


2. Groundhog Day websites--think ahead

3. Done? Story websites (or whatever ties into classroom conversations)

Site Words

Week of Jan. 7th
Lesson 16 in Workbook

  • Use a drawing program to practice site words/Dolch Words/Hi Frequency words (see sample on pg. 35)
    • display them on the Smartscreen for students
    • review them and gather suggestions as to what pictures would best represent the words
    • Demo the project for students using their ideas
    • When students finish their project, export for Open House slideshow and print
  • Those who finish can practice keyboarding on installed software or online site
  • More time? Visit a list of websites you've collected on your class start page that tie into class discussions. As you do every time students use the internet, remind them how to safely traverse the internet neighborhood



#1 Slide for Open House

Week of Jan. 1st, Jan.14th
Lesson 15-17 in Workbook

This week, students start a series of four drawings to share with parents at the year-end Open House. These are not printed, thus encouraging parents to come see them (when I do allow printing). These drawings will review and celebrate all the skills kindergartners learned throughout the year. With each drawing, I remind students what they are preparing for.

Week 1 of 2 on first picture for Open House--practice.
Week 2 of 2: export to student file folder for the Open House slideshow
  • Draw a picture of yourself with pencil tool. Use 5 colors. Extra: add something (like the dog) with the paint brush
  • Add a sentence--'My name is" (or "* is for *", such as J is for Jenny, with the student first name)
  • Add name with the dog alphabet
  • See samples like these on pg. 34 of text
my_name.gif
my_name.gif

  • When done, practice keyboarding on installed software or internet site
  • Those who have more time: Visit class-themed websites on class internet start page



Geometric Shapes in KidPix

Week of Nov. 30th-Dec.21st
Lesson 10-13 in Workbook

1. TTLJr
2. KidPix
  • a. Holiday card—
  • b.Geometric shapes
  • c. Stamp—cutouts
  • d.Paint bucket fills
  • e. Sticker—holiday, celebration

xmas2.gif
xmas2.gif

xmas.gif
xmas.gif

Geometric Shapes in KidPix

Week of Nov. 9th-16th
Lesson 9 in Workbook

1. TTLJr
2. KidPix
  • a. Practice Thanksgiving card that used shapes, like this:
  • th.gif
    th.gif
    thanksgiving2.jpg
    thanksgiving2.jpg
3. Kindergarten math
4. Drag and Drop skills



Online Keyboard Practice, Math

Week of Oct. 26-Nov. 2nd
Lesson 8-9 in Workbook

1. TTLJr
2. Brown Bear Typing
3. Kindergarten math
4. Game goo

Halloween Card in KidPix

Week of Oct. 12th-19th
Lesson 7-8 in Workbook

1. KidPix—practice—demo
  • a. Halloween picture
  • pump.gif
    pump.gif
  • pump2.gif
    pump2.gif
2. TTLJr—colors for hands

KidPix Intro

Week of October 5th
Lesson 5-6 in Workbook

1. TTLJr—colors for hands
2. KidPix
3. Community Helper Project
community_pic.jpg
community_pic.jpg

4. go to internet start page

Keyboard Intro, TTL Jr Intro

Week of Sept. 28th
Lesson 4 in Workbook

1. go over keyboards
2. TTLJr—colors for hands
3. KidPix—intro
  • a. Use pencil—explain different pencils
  • b. Use paint brush—explain all of them
  • c. Draw yourself
  • d. add your name
  • e. Print
4. go to internet start page

Intro to Tech

Week of September 14th
Lesson 2 in Workbook

1. TTLJr
2. Pictures of Ms. Lowry, Garcia
3. Start page, bookmarks
4. Mouse skills program
5. Coin counting, count coins on Start page